This week’s reading focused on the relationship between Constructivism and the use of technology in the classroom. “Constructivist theory posits that students make sense of the world by syn- thesizing new experiences into what they have previously understood. They form rules through reflection on their interaction with objects and ideas. When they encounter an object, idea, or relationship that does not make sense to them, they either interpret what they see to conform to their rules or they adjust their rules to better ac- count for the new information.” (Brooks & Brooks, 1993). Technology is a great tool for students to constuct their own meaning and take on their own learning. Many teachers are hesitant to use technology in the classroom because the classroom dynamic often shifts from a traditional teacher-centered to more student-centered.
In Using Technology with Classroom Construction that Works Pitler and Hubble state: “research indicates that technology’s use in the classroom can have an additional positive influence on student learning when thelearning goals are clearly articulated prior to the technology’s use (Ringstaff & Kelley, 2002; Schacter, 1999). Applied effectively, tech- nology implementation not only increases student learning, under- standing, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills” (3). There are many ways to use technology in the classroom, and often it is used in a way that does not enhance the learning. When technology is “applied effectively,” it can truly transform the learning. Teachers need to take the time to think about the objectives and ways technology can be applied that will bring the level of thinking to the next level.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Week 2
This week’s videos and readings focused on a variety of technology strategies that positively impact a diverse student learning population. Four of the videos were taken from CAST, a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL). “UDL recognizes that every learner is unique and processes information differently. UDL is based on CAST's research related to three primary brain networks (recognition network, strategic network, and affective network) and the roles they play in understanding these differences. UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students” (cast.org). This organization believes that “to reach each student, teachers need to customize learning using flexible tools, teaching methods, and assessments” (Principals of UDL). CAST would agree with Pitler in Using Technology With Classroom Instruction That Works, who states: “when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals” (Pitler 18). The emphasis of this week’s lectures was to acknowledge the importance of understanding that students learn in different ways, and in order for teachers to truly be successful, they must plan lessons that allow students to demonstrate their understanding in a variety of ways. Technology provides many ways in which multiple learning styles can be accommodated in the same classroom. For example, blogs, graphic organizers made in Inspiration, surveying for student understanding using Survey Monkey, and even student-teacher email.
Lessonbuilder.cast.org (nd). Principals of Universal Design for Learning. Retrieved on March 5, 2011 from http://lessonbuilder.cast.org/ window.php?src=videos
Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapter 1, 15-38)
Week 3
Week three was a very informative and challenging week. There were many tasks to complete, and both assignments and the readings allowed me to gain a better understanding of what the Universal Design for Learning is and how to use it while planning lessons. The Universal Design for Learning consists of taking into account three networks: Recognition, Strategic, and Effective. Rose and Meyer provide teaching methods for recognition learning, such as Support Background Knowledge, Provide Multiple Media and Formats, Highlight Critical Features, Provide Multiple Examples (Rose, 2002 Chapter 6). For the Strategic Network, Rose and Meyer state: “Different learners aiming for the same goal generate different plans and steps for getting there. Because individuals have their own optimal pathways for learning strategic skills, teaching approaches and tools need to be varied” (Rose, 2002, Chapter 6. It is very important that we recognize that students can achieve the same goals in different ways. Giving students freedom and choices to display their learning allows students to do so in a way that best suits their strengths and learning styles. Finally, the Affective Network deals with the “why” of learning, and giving options and applying the learning to every-day situations will increase student understanding and engagement, and help them to understand why they are learning what they are learning…Why is this important??
This week, we created an eBook, using the CAST website. The eBooks are a great learning tool, both student and teacher created books. For example the teacher can create an eBook, and include questions and text reading. Students can also create these books to display their learning, and to share with their classmates. We also created a lesson using the UDL template. The UDL template goes into great detail with the steps and networks used throughout, as well as including the many materials and technology resources available. I really enjoyed creating the eBook, and will definitely apply the UDL model in my own classroom, as I believe it makes the teacher truly think about the objectives and the affective networks, making the lessons more meaningful and effective.
Rose. D., & Meyer, A. (2002)Teaching every student in the digital age: Universal design for learning. Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Website. Chapter 6. Retrieved on October 5, 2009, from Http://www.cast.org/teachingeeverystudent/ideas/tes/
The assignments and readings for this week were a continuation of the UDL method, and also focused on the effectiveness and benefits of group activities and project-based assignments in the classroom. The videos were very insightful, as they brought us into different classrooms that incorporate group work and student-directed learning. One video that focused on project-based work stated: “Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues” (Edutopia.org) The readings from the UDL site this week continued with the effectiveness of the Universal Design for Learning. The focus was on effective assessments. “Giving the same written test to all students is neither fair nor accurate” (Rose & Meyer, 2002, Chapter 7). The idea of flexibility with assessment allows for the various learning styles to be catered to in the classroom. Rose emphasized the importance of being flexible and allowing assessments to be different based on the students. One test for all students should not be the only determinant of student learning.
This week with our group project, we continued to develop learning activities that would help the multi-leveled classroom. After learning about the importance of assessment in the UDL, we were able to almost finalize our team solution.
Rose. D., & Meyer, A. (2002)Teaching every student in the digital age: Universal design for learning. Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009.
Week 5
This week was the final week in Teaching With Technology. The readings from Pitler continued with suggested use and examples of technology in the classroom. One idea was student self-evaluating of effort. I really like the idea of the students self-assessing their effort. I have found when I give my students a self-assessment or a survey they are often very honest. Pitler suggests: “One easy way to make the connection between effort and achievement is by using a spreadsheet” (Pitler, 2007, Chpt 8, P 160). This will help students get away from blaming their poor academic performance on things outside a student’s control (i.e. gender, race, socioeconomic status, etc.). The videos this week were more examples the use of technology in the classroom. Many of these clips from edutopia are ideal scenarios, and teachers should strive to be able to create the student-centered use of technology in their own classroom. I especially like the clip on grading with games. Teachers don’t always need to use tests for grading and assessing.
We finalized our team project this week and met to create a rationale for our decisions in our project scenario. I had a really good time with this project and will be able to use both my lesson and my teammates’ lessons in my classroom. This was a great project for me as a teacher because the readings and assignments are directly applicable to my class. Creating more differentiated lessons is a continuous challenge and goal for me.
Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
EDLD 5364 Teaching With Technology
Week 1
This week’s reading focused on the relationship between Constructivism and the use of technology in the classroom. “Constructivist theory posits that students make sense of the world by syn- thesizing new experiences into what they have previously understood. They form rules through reflection on their interaction with objects and ideas. When they encounter an object, idea, or relationship that does not make sense to them, they either interpret what they see to conform to their rules or they adjust their rules to better ac- count for the new information.” (Brooks & Brooks, 1993). Technology is a great tool for students to constuct their own meaning and take on their own learning. Many teachers are hesitant to use technology in the classroom because the classroom dynamic often shifts from a traditional teacher-centered to more student-centered.
In Using Technology with Classroom Construction that Works Pitler and Hubble state: “research indicates that technology’s use in the classroom can have an additional positive influence on student learning when thelearning goals are clearly articulated prior to the technology’s use (Ringstaff & Kelley, 2002; Schacter, 1999). Applied effectively, tech- nology implementation not only increases student learning, under- standing, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills” (3). There are many ways to use technology in the classroom, and often it is used in a way that does not enhance the learning. When technology is “applied effectively,” it can truly transform the learning. Teachers need to take the time to think about the objectives and ways technology can be applied that will bring the level of thinking to the next level.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Week 2
This week’s videos and readings focused on a variety of technology strategies that positively impact a diverse student learning population. Four of the videos were taken from CAST, a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL). “UDL recognizes that every learner is unique and processes information differently. UDL is based on CAST's research related to three primary brain networks (recognition network, strategic network, and affective network) and the roles they play in understanding these differences. UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students” (cast.org). This organization believes that “to reach each student, teachers need to customize learning using flexible tools, teaching methods, and assessments” (Principals of UDL). CAST would agree with Pitler in Using Technology With Classroom Instruction That Works, who states: “when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals” (Pitler 18). The emphasis of this week’s lectures was to acknowledge the importance of understanding that students learn in different ways, and in order for teachers to truly be successful, they must plan lessons that allow students to demonstrate their understanding in a variety of ways. Technology provides many ways in which multiple learning styles can be accommodated in the same classroom. For example, blogs, graphic organizers made in Inspiration, surveying for student understanding using Survey Monkey, and even student-teacher email.
Cast.org. About UDL. Retrieved on March 3, 2011 from http://www.cast.org/about/index.html
Lessonbuilder.cast.org (nd). Principals of Universal Design for Learning. Retrieved on March 5, 2011 from http://lessonbuilder.cast.org/ window.php?src=videos
Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapter 1, 15-38)
Week 3
Week three was a very informative and challenging week. There were many tasks to complete, and both assignments and the readings allowed me to gain a better understanding of what the Universal Design for Learning is and how to use it while planning lessons. The Universal Design for Learning consists of taking into account three networks: Recognition, Strategic, and Effective. Rose and Meyer provide teaching methods for recognition learning, such as Support Background Knowledge, Provide Multiple Media and Formats, Highlight Critical Features, Provide Multiple Examples (Rose, 2002 Chapter 6). For the Strategic Network, Rose and Meyer state: “Different learners aiming for the same goal generate different plans and steps for getting there. Because individuals have their own optimal pathways for learning strategic skills, teaching approaches and tools need to be varied” (Rose, 2002, Chapter 6. It is very important that we recognize that students can achieve the same goals in different ways. Giving students freedom and choices to display their learning allows students to do so in a way that best suits their strengths and learning styles. Finally, the Affective Network deals with the “why” of learning, and giving options and applying the learning to every-day situations will increase student understanding and engagement, and help them to understand why they are learning what they are learning…Why is this important??
This week, we created an eBook, using the CAST website. The eBooks are a great learning tool, both student and teacher created books. For example the teacher can create an eBook, and include questions and text reading. Students can also create these books to display their learning, and to share with their classmates. We also created a lesson using the UDL template. The UDL template goes into great detail with the steps and networks used throughout, as well as including the many materials and technology resources available. I really enjoyed creating the eBook, and will definitely apply the UDL model in my own classroom, as I believe it makes the teacher truly think about the objectives and the affective networks, making the lessons more meaningful and effective.
Rose. D., & Meyer, A. (2002)Teaching every student in the digital age: Universal design for learning. Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Website. Chapter 6. Retrieved on October 5, 2009, from Http://www.cast.org/teachingeeverystudent/ideas/tes/
UDL LESSON:
Week 4
The assignments and readings for this week were a continuation of the UDL method, and also focused on the effectiveness and benefits of group activities and project-based assignments in the classroom. The videos were very insightful, as they brought us into different classrooms that incorporate group work and student-directed learning. One video that focused on project-based work stated: “Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues” (Edutopia.org) The readings from the UDL site this week continued with the effectiveness of the Universal Design for Learning. The focus was on effective assessments. “Giving the same written test to all students is neither fair nor accurate” (Rose & Meyer, 2002, Chapter 7). The idea of flexibility with assessment allows for the various learning styles to be catered to in the classroom. Rose emphasized the importance of being flexible and allowing assessments to be different based on the students. One test for all students should not be the only determinant of student learning.
This week with our group project, we continued to develop learning activities that would help the multi-leveled classroom. After learning about the importance of assessment in the UDL, we were able to almost finalize our team solution.
Edutopia.org (nd). Project Learning: An Overview. Retrieved on March 16, 2011 from http://www.edutopia.org/project-based-learning-overview
Rose. D., & Meyer, A. (2002)Teaching every student in the digital age: Universal design for learning. Alexandra, VA: Association for Supervision and Curriculum Development. Available online at the center for applied Special Technology Web site. Chapter 6. Retrieved on October 5, 2009.
Week 5
This week was the final week in Teaching With Technology. The readings from Pitler continued with suggested use and examples of technology in the classroom. One idea was student self-evaluating of effort. I really like the idea of the students self-assessing their effort. I have found when I give my students a self-assessment or a survey they are often very honest. Pitler suggests: “One easy way to make the connection between effort and achievement is by using a spreadsheet” (Pitler, 2007, Chpt 8, P 160). This will help students get away from blaming their poor academic performance on things outside a student’s control (i.e. gender, race, socioeconomic status, etc.). The videos this week were more examples the use of technology in the classroom. Many of these clips from edutopia are ideal scenarios, and teachers should strive to be able to create the student-centered use of technology in their own classroom. I especially like the clip on grading with games. Teachers don’t always need to use tests for grading and assessing.
We finalized our team project this week and met to create a rationale for our decisions in our project scenario. I had a really good time with this project and will be able to use both my lesson and my teammates’ lessons in my classroom. This was a great project for me as a teacher because the readings and assignments are directly applicable to my class. Creating more differentiated lessons is a continuous challenge and goal for me.
Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.